Melisa Bentayen

Sample projects converting Audio File to Word Document Audio Name: CG 111A (11/12) - CRN 40883 Duration:79minutes NT9468 [00:00:00] ANNOUNCEMENT Final Project  Will be sending out course progress notes to check on before turning in your project Zoom Session Next Week  It's optional  The participation credit o Presentation is through recording o You can also have a written transcript with it.  You’ll be doing makeup work o Extra credit [00:11:07] DISCUSSION Case Scenarios (Chapter 11)  Case Scenario #1: Taylor o Scenario     Taylor has never practiced healthy eating and exercising habits. Most of her time before college was spent playing video games and eating anything in a bag or can. When she goes for a check-up at the beginning of the semester, the doctor urges her to start changing her lifestyle or, as the doctor said, she will most likely need expensive healthcare. Taylor decides to start going to the campus gym 7 days a week, eating only salad, and drinking two gallons of water a day.   This new routine has been a shock to her system and instead of feeling better, she feels worse, despite losing 6 pounds the first week.  Her sleeping patterns have been messed up, too, as she has trouble falling and staying asleep.  She has started playing video games again for hours into the early morning to deal with her anxiety about her health.  She feels defeated and ready to give up as she doesn’t feel any better. o Problem  What advice would you give Taylor and why do you think it would be helpful? o Advise  Taylor went from absolutely nothing to like everything all at once  She was probably a little panicked  Instead of going to the gym, there are other things you can do to ease into that  There are other types of movements o Walk with friends o Go to the dance studio o Skateboarding  She could see a nutritionist at the school  Intuitive eating more than anything else requires some self-awareness of what you're consuming  Then acknowledging how it makes your body feel afterward  It's important to know make sure you're doing things that bring you joy  Friends are really good resources  If this is someone she stays up with all night playing video games they might be in a similar situation.  They can work together to motivate each other  For anxiety and sleeping patterns she could chat with the counselors Case Scenario #2: Ivan o Scenario  Ivan has been diagnosed with depression and ADHD and before college, he was on medication.  When he started college, however, he wanted a “clean start” and decided that he could handle a new environment without his medication.  o o While the first two weeks were stressful as he moved in with a roommate and got used to the pace of college classes, he felt that he had everything under control.  During the third week when his boyfriend texted him that their two-year relationship was over, Ivan felt devastated and stayed in bed for a full week.  After Ivan’s professors emailed him about his absences, he told them that he had been sick and would catch back up the next week.  However, as the semester wore on, Ivan found the mounting course work and his depression to be more than he could manage, but he wanted to deal with it himself and on his own.  When his family visits during Family Weekend, they notice he seemed to be struggling.  Ivan confesses that he is not doing well and that he has not attended many classes or done much work.  They suggest he seek help with the campus doctor and counseling center, but Ivan wants to fix things on his own. Problem  What advice would you give Ivan and why do you think it would be helpful? Advice  Should not try to fix things on his own.  To be able to acknowledge, that's part of the self-care  Looking out for yourselves, your future selves realizing that at this moment you can't do it on our own.  When you are given medication for your mental health, that's not something you can just stop one day  You can have a lot of side effects  If you don't want to take medication anymore  You should at least talk to your doctor o Help you have at least set up with a therapist to manage it.  You should at least try to get connected with a counselor at the school that you can get scheduled with regularly  Let them know that you have been taking medication, and you just stopped  If you know you have a disability, you have to go to Disability Services  It is illegal for an instructor to give you accommodations unless you have that registered through disability services.  In the case where he emailed them and told them he was sick, and he was going to make this work.  There could be a lot more options than they could have offered him if he had gone through the proper channels.  You must be aware of the resources that you have and the rights that you have  He probably identifies with the LGBT community.  It might help for him to reach out to some people on campus that might be able to understand his situation  Career Resource Center on campus  Tends to also be supporting staff that could service somewhat of a counselor role and helping him that way as well.  Reaching out to other peers and classmates that you know you could identify with and feel some level of comfort Activity Stress for Success Activity Directions: Record your typical stress contributors in the left column. Then, answer the questions and prompts below. What contributes to the stress levels of the students in the class? National college statistics on contributors to stress Conflicts with parents Conflicts with friends Preparing for exams School deadlines Work deadlines Money Relationships Body image Abuses Family obligations Balancing work, school, relationships 1. Select one of the stress inducers from either list. 2. Describe the conflict by making a list of bullet points about the issue. 3. Review the list. 4. Put a star next to each item that you can change. Things that can be changed can be controlled; things that can be controlled have no control over individuals. 5. Describe what you will do to release the stress built up from a conflict that you can control. Stress inducer Describe the conflict Stress releasers 1. 2. 3. Audio Name: INTRODUCTION TO PSYCHOLOGY PS-110-O (8) Duration:75minutes NT9468 [00:00:00] ANNOUNCEMENT Extra Credit Opportunities  College of Arts and Sciences conference o Wednesday, September 30 at 2:00 pm. o The ABC’s of Psych w/ Drs. Yeater, Melzer, Smith, and your speaker for today o http://www.sacredheart.edu/academics/colleges--schools/college-of-arts-sciences/cascon/cascon-program/ o Click this site above and go to ADC o Complete the form and email it to the speaker o Three points per talk or speeches from the different speakers [00:10:17] DISCUSSION Developmental Psychology  Development is a life long from birth to death  Concerned with the course and causes of development changes that take place over a person's entire lifespan.  Three Major Domains of Development o 1. Physical o 2. Cognitive o 3. Psychosocial  Major Issues of Developmental Psychology o Nature and nurture  The difference in male and female behavior are more the results of socialization than biology  Individual genetic makeup more than experience explains why some children are strong-willed and others are compliant  Nature rather than nurture shapes whether adults tend to be optimistic or pessimistic about life. o Continuity and stages  Human development is better thought of as a slow, continuous process rather than as a series of steps  Adult life consists of a series of unique challenges, each defining a new stage of life.  The child’s understanding of the world unfolds slowly and gradually rather than through discrete stages. o Stability and change  A person who is socially outgoing as a child is also likely to be a socially outgoing adult.  People of one age think and act very differently when they arrive at a later age.  An adolescent with low self- esteem is also likely to feel less worthy as an adult  Questions about Major Issues o o o Nature and nurture: How does our genetic inheritance (our nature) interact with our experiences (our nurture) to influence our development?  Answer  Genes predispose both our shared humanity and our differences.  It also is true that our experiences form us.  Our families and peer relationships teach us how to think and act.  Even differences initiated by our nature may be amplified by our nurture.  We are not formed by either nature or nurture, but by the interaction between them.  Biological, psychological, and social-cultural forces interact.  Twin studies  Its a study about two identical twins  Found out that though they shared all their genes and grew up with the same adoring parents  There were differences in these twins that had been influenced by other factors in their environment, both prenatal and postnatal. Continuity and stages: What parts of development are gradual and continuous and what parts change abruptly?  Answer  Researchers who focus on experience and learning typically view development as a slow, ongoing process.  Those who emphasize the influence of our biology tend to see development as a process of maturation, as we pass through a series of stages or steps, guided by instructions programmed into our genes.  Progress through the various stages may be quick or slow, but we all pass through the stages in the same order.  The human brain does experience growth spurts during childhood and puberty that correspond roughly to Piaget’s stages  And stage theories help us focus our attention on the forces and interests that affect us at different points in the life span.  This close attention can help us understand how people of one age think and act differently when they arrive at a later age. Stability and change: Is development universal for all or does it follow a different course for each child?  Answer  there's lots of evidence that there's lots of individuality and development, but there's also lots of evidence that things are pretty universal across all humans  Example o Language Development  We all have the capacity for language when we are born.  How develops is very different depending on the culture o Motor Development  Newborns o From birth to 2 months o They don't do anything but cry sleep and eat o A lot is going on there, developing in a lot of ways like their senses o Sight  Their senses are still developing especially their eyesight is still developing.  Their vision is pretty blurry when they're born about 20/600  That's why they cry that they're trying to be a way they know how to communicate about it.  Newborns spent nearly twice as long looking at the face like the image o Hearing  Baby’s hearing is very sensitive  mimicking and repetition is super good for them  Respond best to mom’s voice  Like speech especially “baby talk”  In later stages, they can start to hear some muffled sounds.  All-female voices typically more than male voices, especially high touch the numbers  Men play a role in caregiving at a young age as well.  Back then it was always the women and the tribes that are the caretakers of the tiny babies. o Smell and taste  Prefer sweet tastes  Babies don't like the bitter taste  Baby food different vegetables, then when they don't like it, they let you know  Recognizes mother’s milk o Reflexes  Involuntary, unlearned motor skills  Over 20, disappear after 3-4 months  Grasping  Grab on tight enough to support the weight  Stepping  Over a flat surface, walking movements  Rooting  Turns head to whatever touches cheek  Sucking  Infants suck whatever touches lips o Development Milestones  2 months- be able to laugh at  4-5 months- Recognize and smile at mother or father  5-6 months - sit without support  12 months- walks unassisted  20-22 months- make two-word sentences  2 years- feel ashamed and have self-awareness  2 years- think about things that cannot be seen o Cognitive Development: Piaget  Infants are born with their full quota brain cells.  There is some evidence that there might be some regeneration of nerve cells, but you are born with what you got      What's happening is babies now need to make connections between all those neurons like had all these neurons in the brain. The magic is the connection to be fully adult human there need to be all kinds of connections to be able to talk and to plan, think about the future and all the things that we do today o Need the connection between neurons like that they need to talk to one another o That's why all that talking do babies all the exposure to things. o Reading to them, just all of that stuff is good for those connections being formed Proceeds in a fixed series of stages Each stage is qualitatively different Shifts depend on schemas o Schema is a generalization based on experience o Form the basic unit of knowledge o From the moment we are born, we are beginning to create categories in our minds of everything people, objects of ideas.